The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Evaluation is a process of making judgements to be used as a basis for planning. It consists of stablishing goals, collecting evidence, concerning growth towards goals, making judgements about the evidence and revising procedures and goals in the light of judgements. It is for improving the product, the process and even the goals in themselves.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. At the end of this session the
participants shall be able to:
• state the meaning of assessment
• explain the need for assessment
• discuss different types of innovative
assessment techniques.
3. • Assessment
• Role of assessment in learning
• Types of innovative assessment
techniques
4. • Assessment is the systematic gathering and
analyzing of information (excluding course
grades) to inform and improve student
learning or programs of student learning in
light of goal-oriented expectations
6. Purposes of Assessment
1. Diagnostic Assessment
Tells us what the student needs to learn.
Teachers identify the nature of a pupil’s
learning difficulties and use this information to
plan interventions to address the issues
discovered.
7. Formative Assessment (Assessment for Learning)
is part of the everyday teaching and learning
process to:
• tell us how well the student is doing as work
progresses.
9. Why is it important to assess?
• To find out what the students know(knowledge).
• To find out what the students can do, and how
well they can do it (skill; performance)
• To find out how students go about the task of
doing their work (process).
• To find out how students feel about their work
(motivation, effort).
10. What are Assessment
Techniques?
Classroom Assessment
Techniques (CATs) are a set
of specific activities that
instructors can use to
quickly gauge students'
comprehension
12. Exit Cards
Before students leave at the end of class, ask
them a question or pose a problem for them to
solve
13. Peer Assessment
Students can assess another student’s piece of
writing and provide feedback about what they
observe.
14. It involves students reflecting
about their own learning in
relation to unit goals or
outcomes. Checklists or open-
ended questions can be used
to assist students with their
reflections.
15.
16. • Student Composed Questions
• Use Quizzes
Give a short quiz at the end of class to check
for comprehension.
• Thumbs up/thumbs down
21. Concept Map
A concept map is a type of graphic organizer used to
help students organize and represent knowledge of
a subject. Concept maps begin with a main idea (or
concept) and then branch out to show how that
main idea can be broken down into specific topics
26. Journal Reflections
Students write their reflections on a lesson, such
as what they learned, what caused them
difficulty, strategies they found helpful, or other
lesson-related topics. Students can reflect on
and process lessons. By reading student
journals, teachers can identify class and
individual misconceptions and successes.
27.
28. Word Know It Well Have Seen or
Heard It
Have No Clue
Knowledge Rating Scale
Self-Marking Quizzes
Create a number of quizzes that contain higher and
lower level questions. Allow students to take these
quizzes and use a key to mark the quizzes themselves.
Students are able to determine their level of
understanding regarding a particular topic or unit of
study
29. Portfolio Assessment
is an assessment form that learners do together
with their teachers, and is an alternative to the
classic classroom test. A student portfolio is a
systematic collection of student work and
related material that depicts a student's
activities, accomplishments, and achievements
in one or more school subjects and shows
growth over time.
30. Aptitude vs Achievement Tests
Aptitude Tests
Predict a student’s ability to
learn a skill or accomplish a
task.
Achievement Tests
Measure what the student
has learned or mastered.
31. Personality Test
• Tests for personality are designed to measure
characteristics of individual along a number of
dimensions and to assess feelings and
attitudes towards self, others, and a variety of
other activities, institutions, and situations.
• Most tests of personality are non-projective,
or self-report measures; such tests ask an
individual to respond to a series of questions
or statements.
33. Interpreting the Briggs-Myer
Extraversion: sociability, energized by
people, lonely when alone (75%)
Sensation: practical, trusts facts; learns
through experience; wants to deal
with what’s real
Thinking: prefers the objective, logical,
analytical
Judging: prefers closure, wants
deadlines, feels more comfortable
once a decision has been made.
Introversion: territorial, enjoys being
alone, private, drained by people
(25%)
Intuition:innovative, fantasizes; future
more attractive than the present
Feeling: prefers the subjective,
personal, values
Perceiving: resists closure, wants
more & more data; values the
open-ended; pressure to decide
stressful
35. The Rorschach test consists of a series of ten inkblots
Psychologists ask subjects to look at the inkblots and describe
what they see……
The Rorschach inkblot Test
36.
37. There are 31 picture cards in the standard form of the TAT.
Some of the cards show male figures, some female, some both male and female
figures, some of ambiguous gender, some adults, some children.One card is
completely blank
38. A personality test can benefit your students by:
Increasing productivity
Help students realize their full potential
Identify teaching strategies for students
Help students to appreciate other personality types
43. Interest Inventories
• An interest inventory asks an individual to
indicate personal likes and dislikes, such as
the kinds of activities he or she performs to
engage in.
• The most widely used type of standardized
interest measure is the vocational interest
inventory.
45. Performance Standards
• Performance standards are the criterion to which
the results of measurement are compared in order
to interpret them.
• Norm-Referenced Standards
• Any test, standardized or locally-developed, which
reports and interprets each score in terms of its
relative position with respect to other scores on the
same test, is norm-referenced.
• Norm-referenced tests do not indicate what a
person knows and can do, or does not know and
cannot do.
47. Criterion-referenced standards
• Any test which reports and interprets each
score in terms of absolute standard is
criterion-referenced.
• Interpretation of one person’s score has
nothing to with anybody else’s score; the
comparison is with the standard of
performance, not scores of other persons
48. • A criterion-referenced test (CRT) is “one that is
deliberately constructed to yield measurement
that is directly interpretable in terms of
specified performance standards”.
• According to this definition, CRT is used to
compare a person’s performance with a well-
defined behavior domain.
49. Application of CRTs
• CRTs are probably most appropriate as locally-
developed measures since they are developed
to measure exactly what was taught.
• For certain instructional systems (e.g., mastery,
individualized) CRTs are the only appropriate
measurement devices since attention is focused
on what each student can or cannot do.
• The results of CRT also provide valuable input
for program revision.
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